earticle

영어

The purpose of this study was to examine the problems of current teacher education program, and to build a constructivist teacher education as an alternative. Following issues and concerns were discussed.
Most of the present teacher educations are depended on the traditional program which mainly emphasize the knowledge transmission. This model presumes the realistic, objectivistic views of knowledge acquisition. Therefore, teacher educators are emphasizing transmitting subject knowledge and teacher-centered forms of educational practices. The curriculum of teaching professions also shows no connectedness among the courses. This approach to teaching - transmission model - promotes neither the interactions nor the conversations that are necessary for the knowledge internalization and deep understandings for the process of teaching and learning. The teacher licensing examination governed by Board of Education becomes obstacle to teacher educators and student teachers for enhancing their teaching profession. The test, on the other side, instigate students to rival immoderately in preservice teacher education.
However, in the constructivist view, learners construct their own knowledge and meaning, and their active interactions in context which the action and perception are important. This view is different from the traditional transmission model leading student as passive learner. Therefore, future teacher education program should be remodeled and emphasized meaningful teaching experience rather than college courses. The curriculum of teachers colleges should focus on the 'educational studies' and 'practicum' rather than subjects knowledge. By constructivist view, teaching should involve active student-centered learning experiences, student-student and student - teacher interaction, and should be worked with concrete materials and solving realistic problems. Constructivist teacher education do indeed provides a good link between theories of knowledge and authentic teaching and learning.

한국어

본 논문은 현행 교사교육의 문제점을 검토하고， 그 대안으로 구성주의에 기초한 교사교육의 방안을 모색하는 데 목적이 있다． 기존의 교사교육은 인식론적 근거를 객관적 진리관에 두었고， 그 관점을 바탕으로 교수-학습을 전개하였다． 그러나 구성주의는 학습자의 능동적 지식 구성과 맥락적 상호작용을 강조하는 관점으로 객관적 지식관이 교사교육에 시사하는 바와는 다른 의미를 함의 하고 있다． 따라서 본 연구는 교사 중심， 지식전수 중심의 교수 ‘학습 체제에서 학습자 중심， 학생． 학생， 교사-학생의 협동， 다양한 학습환경 조성으로 전환을 가능케 하는 구성주의 교사교육의 필요성과 방책을 논의하였다．